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apakah vcd ini ada teks bahasa indonesianya
thanks,
iin (bunda Jemima)
-------Original Message-------
Date: Monday, July 07, 2003 04:31:00 PM
Subject: [balita-anda] [OOT] TIPS ON HOW TO HELP IMPROVE YOUR CHILD'S ENGLISH
> Hai Mom's & Dad's..
>
> Ini ada millis dari tetangga, yang pada intinya buat ngajarin buah hati kita Bahasa Inggris sejak dini....
> Terlepas dari Pro dan Kontra mengajarkan Anak Bahasa Inggris sejak dini,
> ada teman saya yang menawarkan VCD seri "Magic English" , yang isi nya ada 24 Seri, terbagi menjadi 12 VCD.
>
> ke 24 Seri tsb adalah :
>
> 1. Hello
> 2. Family
> 3. Friends
> 4. Happy Houses
> 5. Animal Friends
> 6. It's Delicious
> 7. Happy Brithday
> 8. Tick Tock Time
> 9. Night & Day
> 10. Let's Play
> 11. Number
> 12. At Home
> 13. My Body
> 14. Party Time
> 15. Cooking
> 16. The Forest
> 17. The Sea
> 18. Let's Travel
> 19. Colours
> 20. Wild Animal
> 21. Funny Faces
> 22. Counting Life
> 23. Music
> 24. Mountains
>
> Satu (1) set VCD tersebut seharga Rp. 100.000,- Dijamin bagus buat pendidikan Bahasa Inggris Putra Putri kita.
> Kalo ada yang berminat, tolong Japri yach...biar enggak ganggu yang lainnya.
>
> Terima Kasih
>
> Salam,
> Yanik
>
>
> -----Original Message-----
> From: Maya Wulandari [SMTP:[EMAIL PROTECTED]]
> Sent: Friday, July 04, 2003 12:24 AM
> To: [EMAIL PROTECTED]
> Subject: [Funky_mom] TIPS ON HOW TO HELP IMPROVE YOUR CHILD'S ENGLISH
>
> TIPS ON HOW TO HELP IMPROVE YOUR CHILD'S ENGLISH
> * Watch age appropriate English programmes and videos.
> * Play word games such as Scrabbles, Boggle, Bingo, Spellmaster etc.
> * Read to your child, even older children enjoy being read to.
> * Have your child read to you without correction.
> * Make a variety of appropriate reading materials available to your
> child e.g. magazines, fiction and non-fiction books, comics etc.
> * Let your child choose books that he/she is interested in.
> * Sing songs, read rhymes and riddles.
> * Buy toys and games that will assist your child's English e.g.
> blocks with letters of the alphabet on them.
> * Speak English.
> * Read rhyme and rhythm type stories.
> * Encourage your child to read English in his/her every day
> environment e.g. signs, posters, labels in the supermarket, street
> names etc.
> * Label household objects.
> * Encourage your child to listen to the radio.
> * Encourage and praise your child.
> * Discuss stories and programmes that your child has read or seen
> e.g. talk about the characters, ask about their opinions, make sure
> your child knows what the story is about.
> * Avoid interrogation e.g. What did you do at school today? and
> instead question in a focused manner e.g. What was the funniest thing
> that happened today?
>
> TIPS ON HOW TO HELP YOUR CHILD READ MORE FLUENTLY
> * Learning to read and to read well can be a long process, requiring
> patience and dedication from both the child AND the parents. Parents
> play an important role in forming the child's attitude towards
> learning.
> * One of the best and most pleasant ways of encouraging your child to
> read is to read to him. Read to your child every day or as often as
> possible, because not only does your child learn that reading is
> enjoyable and interesting, but he also hears the way words are
> pronounced and listens to the way words flow when read by a fluent
> reader. "If both parents are non-English speaking, then perhaps an
> older sibling or another family member could help".
> * Set aside a time every day to be your "reading-time", it could be
> in the morning or after dinner, but make sure it is a quiet time and
> that the child understands he is to sit with you during this time.
> Ideally both parents should share this task. Never push your child
> during this time. If he is interested for only 5 minutes then that is
> 5 minutes of valuable time in learning to read. Children can be
> easily discouraged when learning to read and your time is best spent
> helping your child build an interest in books.
> * Try to discover your child's interests, e.g. trucks, sea animals,
> then find books on those subjects. Your local or school library will >
> be a good place to start. K1, K2, P1 and P2 children need books with
> large interesting pictures and a small amount of text. Let other
> members of the family join in, particularly younger siblings. Older
> children should be taken to book shops or second hand book shops and
> encouraged to buy their own choice of books.
> * Sharing a book with your child has many real benefits for his
> learning; it provides him with a time to ask questions about things
> he doesn't understand, to learn new words and their meanings, to
> discover interesting facts about his world and to enlarge his general
> knowledge. Give your child time to point out things that he
> recognises or that interest him, and use these things as discussion
> points.
>
> PRACTICAL IDEAS:
> * Focus your child's attention on the words (the text). You may glide
> your fingers under the words as you read so as to demonstrate left to
> right reading and draw attention to the fact that the symbols
> (letters and words) have meaning. However, once your child has become
> a proficient reader encourage him / her not to use his / her finger
> as this will only slow them down.
> * When your child points out something of interest in the story, show
> him the word. Try to find this word on other pages. Make a game of
> this; your child could clap each time he hears the word, or count how
> many times the word is used in the story.
> * Look for small words in bigger words.
> * Choose a letter and find words that start or finish with that
> letter; e.g. the initial letter of your child's name.
> * Let your child choose the story and there is no problem if he
> chooses the same one regularly. The child is building a love of books
> and his enjoyment and word knowledge is improved every time the story
> is read.
> * Before the end of the story stop and ask the child what he thinks
> the ending will be. Prediction is an important reading skill. You
> could also try asking your child to guess what the next word in a
> sentence will be, this is "cloze". To start, use simple words that
> have an obvious place in the sentence, or are connected to the
> picture; e.g. "The boy sat on the _____". Encourage your child to
> make up a different ending to a well-liked story, this is composition
> practice.
> * Ask your child questions about the story he has just read. This is
> comprehension practice. Try to find out if your child has understood
> what he has read. Ask your child why he thinks the character may have
> done or said something, ask what your child thought of the book, did
> he like the story? Why? Why not?
> All these ideas will work best when done in a caring and non-
> threatening environment. Children cannot be pushed, threatened,
> bribed or beaten into being good readers. As parents you should be
> encouraging a love of reading and the skills will flow naturally from
> this. Enhancing your child's reading ability will take time, YOUR
> time. You must be prepared to sit with your child for a period every
> day, even the busiest people can MAKE time for something as important
> as their children.
>
> Switch-ON that TV!
> Most parents, mothers in particular, control or even ban television
> for their children. Television is a waste of time. There is too much
> violence. Cartoons are rubbish. The children need to do more
> assessment papers, not use up their free time watching television.
> These opinions regularly surface at talks, and in parent teacher
> meetings.
>
> Entertainment v. Education
> The philosophy of many modern parents seems to be ENTERTAINMENT =
> WASTE OF TIME. TELEVISION IS ENTERTAINING. THEREFORE TELEVISION IS A
> WASTE OF TIME. Sadly, this is the complete opposite of what child
> psychologists and educators have proved. If a child is entertained he
> is more attentive and more likely to absorb and retain information. >
> In a traditional teaching environment the child loses concentration,
> misses vital information, and ends up HEARING the teacher drone on
> without LISTENING to the content.
>
> Visual v. Aural Learning
> Many children are strongly visual learners. They need to see physical
> examples. They gain from written captions / titles /
> subtitles. "Bright boys in particular are often 80% visual learners
> and only 20% or less aural learners". These are the ones who drift
> off in class, are labelled inattentive or even ADD (Attention Deficit
> Disorder). With visual presentation these students become more
> focused, more alert, and absorb more.
>
> Stationary v. Moving
> Many excellent illustrations in encyclopedias, text books and non-
> fiction books enhance the text and aid the absorption of information.
> When these become 3 dimensional and moving in a television programme
> then the depth of understanding and speed of comprehension increases.
> For example - try to explain latitude and longitude verbally,
> compared to using diagrams in a book, compared to a video showing
> slices of a globe moving out and locating in a computer generated
> graphic 3D globe. We live in a world of enormous technical progress
> and yet parents are happy to rely on assessment papers and text books
> as though we are living in the middle ages.
>
> Television As A Language Teacher
> From birth a child acquires language by listening. After 10 - 14
> months the child begins to speak. Listening and speaking are the keys
> to successful language development IF the model the child hears is
> ACCURATE. For the family with poor or no English language skills, or
> where the parents are both working and the maid becomes the language
> model, television can provide an accurate alternative. When the
> soundtrack has English, Australian or American speakers the child
> will be modelling on correctly used grammar, wide vocabulary,
> accurate idioms and flights of figurative language. Another word of
> caution - I am excluding the Teletubbies, where the language content
> is minimal and certainly not worth imitating. In spite of parental
> disapproval, cartoons frequently have sophisticated scripts, using
> advanced and modern technological vocabulary, many examples of puns
> and irony, and the native speakers pronounce correctly accented words.
>
> The development of a child's language comes primarily through
> listening. Speaking and extensive reading are important parts too,
> but the passive activity of reading silently does not develop
> language as effectively as listening to and copying correct English.
> This is the reason all my English tuition centres employ exclusively
> native speakers of English. However, 2 hours a week with a native
> speaker will not rapidly repair the damage being done by peers and
> parents who are modelling incorrect English. One hour per day of
> listening to native speakers on television will help a lot. Remember
> to choose programmes appropriate to the child's age - 3 year olds
> will not gain much from watching the 10:30 pm news in English.
>
> Television As An Imparter Of Knowledge
> Children in primary school are basically studying four subjects:
> English, Mother Tongue, Maths and Science. The first two are skill
> based subjects which require input of a correct model and lots of
> opportunity to vocally copy the model. Science is the only content
> based subject where children are exposed to interesting facts. In
> other countries geography, history, music and art appreciation are
> all taught. Children by the age of 7 or 8 have an insatiable appetite
> for knowledge. Boys, particularly, love fact books. Both boys and
> girls will bombard you with "Why?" questions. This factual need is
> not really being met in the primary schools.
>
> Television has many fact based programme at different levels of >
> interest. The content is presented visually, it is accompanied by
> native speakers on the soundtrack, and the high production values
> usually ensure that the programmes are both educational and
> entertaining. In addition to off-air programmes there is an
> increasing range of factual videos available, and even more overseas.
> Now that the censorship laws have been relaxed you do not need to
> have children's videos viewed by the censor, so take the opportunity
> to stock up on BBC videos from the UK, ABC from Australia and PBS
> from the USA.
>
> Television As Vicarious Experience
> Our children are trapped in examination / tuition / homework driven
> lives with little opportunity to experience life and the world
> outside at first hand. Television can allow the child to experience
> (albeit vicariously) other cultures, countries, people's feelings and
> ideas.
> It is really important to the proper education of a child that
> comparisons be made, ideas be challenged and prejudices queried. In
> the global economy our children are very likely to be working and
> socializing with people from many different countries. When you can
> put a person into the context of a country, knowledge of which you
> have obtained from television and the other media, you can deal more
> effectively with that person.
>
> Television As Entertainment
> We should never have our family locked so tightly into a school,
> homework, tuition schedule that there is no time to relax. Watching a
> movie, or a comedy show, or a sports event, or a variety show with
> the whole family can reinforce family values by sharing time together
> and discussing the programme afterwards. Very importantly, parents
> should take the opportunity to question moral values seen in the
> programme and impart their own family's ethics to the children. For
> example, you may be watching a comedy where one of the children is
> rude to its parents, or where a child gets into trouble (smoking, or
> stealing, or cheating in examinations). You should ask your children
> how they would feel in that situation and how they think you would
> feel. You can clearly state your position compared to that in the
> television programme.
>
> Television As A Babysitter
> Many busy mothers, especially those working outside the home, at some
> time plonk their child in front of the television and get on with
> their chores or take the opportunity to catch up with personal
> reading, or making phone calls. Saturday morning (in countries
> without school on that day) in many places starts with cartoons from
> 6:00 am so that parents can lie-in while their children are absorbed
> watching the television. Many parents, however, feel guilty about
> using the television as a babysitter and are slightly uneasy about
> what effect it may have on the children. Looking back over the
> arguments in favour of television so far it is clear that the
> children will gain language experience, knowledge and vicarious
> experiences. If in addition they are being entertained then the
> learning process is speeded up and you are helping to reduce their
> stress. Play and relaxation are essential parts of a child's
> development.
>
> One problem with television as a babysitter is that the sequence of
> programmes may not be varied or suitable to your child's level.
> Additionally, there may be levels of violence or adult language that
> you might not approve of if you were to watch closely. Watching
> television together gives you the chance to interact with and impart
> values to your child. When the child is alone you do not have that
> opportunity to censor, guide or question. The obvious solution is
> VIDEO.
>
> The Joy Of Video
> I hate advertisements. I find it annoying to have the continuity of a
> movie or any other narrative such as a documentary broken into by >
> commercials. Simple solution. I tape everything, even if I am in the
> house. Then I watch the shows at a time convenient to me and fast
> forward through the ads. I am constantly amazed by the number of
> people who tell me that they do not watch a programme because "it is
> on too late at night". We are now in a new millennium, with shops
> stuffed to the rafters with technology, can't programme the timer on
> a VCR. If you honestly cannot cope with technical manuals - let your
> child do it! Most of the students in my schools are more than
> competent with such gadgets. The video recorder is the solution to
> time constraints, and censoring needs. The replay facility (to aid
> learning) and your freedom of choice are enormous gains for the small
> expenditure of a little time to learn the programming instructions.
> Use your video and you can capture a whole library of information and
> entertainment for your family. With newer recording tape being
> guaranteed fungus free you can tape programmes that are too advanced
> for your children and store them until the children are old enough to
> watch.
>
> What To Watch?
> First of all you need cable. Yes, get over your prejudices and fears
> of the children running riot through dozens of channels. Remember,
> you are going to VIDEO selectively and watch videos, NOT live
> transmissions. You become the programmer for your family. You control
> how much your family watches and when.
>
> All in all there is a wealth of entertaining and educational
> programmes on cable. You need to spend an evening each month slogging
> through the cable guide and planning out your VIDEO RECORDING
> schedule. DO NOT encourage your children to surf around the channels
> live. Instead of banning television in the house, the wise parent
> would only ban LIVE television.
>
>
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